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ERIC Number: ED450435
Record Type: Non-Journal
Publication Date: 2001-Mar-15
Pages: 12
Abstractor: N/A
Reference Count: N/A
Rhetorical Listening in the Diverse Classroom: Understanding the Sound of Not Understanding.
Bannister, Linda
Despite the fact that the culture seems to prize a "good listener," which is a compliment used in everything from a grade school report card to a description of an ideal marriage partner, listening actually is a less privileged interpretive trope than speaking, writing, or seeing. This paper, citing essays by Krista Ratcliffe and Nikki Giovanni, demonstrates that listening is also informed by ethnicity and that a cultural bias against listening exists at the level of race and class. The paper explains that one educator hoped to help facilitate cross-cultural interaction in her classroom, so she set out to devise a simple listening heuristic that teachers and their students could use and that she could test. The paper offers some thoughts on listening and its components and summarizes some strategies used in education for the deaf. It finds that Ratcliffe's philosophy of rhetorical listening, which privileges listening and upgrades its importance in the logos, implies a listening pedagogy that demands individual and collaborative responsibility. According to the paper, preliminary findings in the educator's 2-semester study which follows student listeners' progress over a sequence of paired courses indicate that students do respond to a pedagogy emphasizing a critical listening apprenticeship based on shared negotiation--the pedagogy includes creating an undisturbed collaborative space, a sanctuary where "noise" is minimized, an opportunity for listeners/speakers to tell their respective stories to culturally and sexually contextualize their position in a discussion, and to learn to depend upon an evolving critical dialogue for interpreting what they see and hear. (Contains a 14-item rhetorical listening bibliography.) (NKA)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A